2014-15 DTC Training WebEx Required for All DTCs - PowerPoint PPT Presentation


PPT – 2014-15 DTC Training WebEx Required for All DTCs PowerPoint presentation | free to download - id: 6df9fa-ODJjY


The Adobe Flash plugin is needed to view this content

Get the plugin now

View by Category
About This Presentation

2014-15 DTC Training WebEx Required for All DTCs


2014-15 DTC TRAINING WEBEX REQUIRED FOR ALL DTCS Tuesday, November 4, 2014 (3:00 4:30 p.m. PT) Wednesday, November 5, 2014 (9:00 10:30 a.m. PT) – PowerPoint PPT presentation

Number of Views:6
Avg rating:3.0/5.0
Date added: 3 February 2020
Slides: 40
Provided by: somervis


Write a Comment
User Comments (0)
Transcript and Presenter's Notes

Title: 2014-15 DTC Training WebEx Required for All DTCs

2014-15 DTC Training WebEx Required for All DTCs
  • Tuesday, November 4, 2014 (300 430 p.m. PT)
  • Wednesday, November 5, 2014 (900 1030 a.m.
  • Thursday, November 6, 2014 (300 430 p.m. PT)

DTC Training Requirements
  • New training requirements in place for 2014-15
  • All District Test Coordinators must
  • Watch all 2014-15 Training Modules
  • Submit response to 2014-15 Training Survey
  • Participate in ODE-facilitated WebEx
  • Objectives for todays WebEx
  • Clarify misconceptions identified through
    Training Survey results
  • Address questions raised by DTCs
  • Ensure a common understanding of the test
    administration requirements of the Oregon
    Statewide Assessment System

Format and Norms for Todays WebEx
  • Format
  • Review questions and correct answers from the
    Training Survey covering all training modules
  • Discuss common incorrect answers and clarify
    rules and policies
  • Address questions raised by DTCs through the
    Training Survey
  • Norms
  • Please keep your phone muted
  • Use chat feature to submit questions to host
  • Please allow the host to respond to all questions

Module 1 Test Coordinators
  • Question 1 How can you ensure that Test
    Administrators are administering tests consistent
    with state and district policies?
  • Ensure staff have read and understand the
    pertinent sections of the Test Administration
    Manual and the Oregon Accessibility Manual.
  • Provide training to staff using ODE-provided
    training modules and provide TAs with an
    opportunity to ask questions and get
  • Review promising practices with staff and use the
    training site to practice setting up and
    administering tests.
  • All of the above

Module 1 Test Coordinators
  • Question 2 Who is not eligible to act as a test
  • Instructional assistants
  • Volunteers
  • Substitute teachers
  • Student aides

Module 1 Test Coordinators
  • Question 3 True or false, for the Smarter
    Balanced Assessments students in grades 8, 9, and
    10 may not target up to the grade 11 assessment.
  • True
  • False

Module 1 Test Coordinators
  • Question 4 In addition to considering technology
    resources within your building, which sections of
    the Test Administration Manual provide guidance
    to help you establish appropriate school-imposed
    test windows?
  • Section 4 Planning for Test Administration
  • Appendix A Statewide Test Schedule
  • Appendix F Student Inclusion
  • All of the above

Module 1 Test Coordinators
  • Your questions
  • Can we use the audio with the appropriate modules
    for TA training? Yes! (Sec. 1.5)
  • Can we provide the TA training to staff using an
    online system such as Google Classroom? Qualified
    yes (Sec. 1.5)
  • If viewed independently, how would we know that
    staff actually watched the training modules?
    Districts set up local procedures (Sec. 1.5
    Promising Practice)
  • Module 1 notes that Regional ESD Partners are
    available to answer questions and training, on
    behalf of my districts - would you please clarify
    what training their Regional ESD Partner may
    provide and in what venue? Regional ESD partners
    can provide make-up training for DTCs in January
    or other schedule coordinated with ODE (Sec. 1.5)
  • What requirements need to be completed before a
    person may be granted access to TIDE? Can they
    have rights to TIDE and then later be given TA
    rights once the TA requirements are completed?
    While not strictly required, this is strongly
    encouraged as a promising practice (Promising
  • May TAs that complete the training to administer
    the OAKS to seniors in January wait to complete
    the Smarter Balanced module prior to
    administering any of those tests (SB) and still
    administer OAKS in January? Yes (Sec. 1.5)
  • For the extended assessment training, define
    specialized training. Qualified Trainer and/or
    Qualified Assessor Training

Module 1 Test Coordinators
  • Your questions
  • In a small school district where there is
    sufficient technology, do we have to have a
    school-imposed window or can we use the full
    range of the state window that falls within the
    parameters of our school year? State window for
    Smarter opens 3/10/15 for all grades. (App. A)
    For Smarter, local windows are required to meet
    instructional days criteria local windows
    encouraged but not required for OAKS Science,
    Social Sciences, or Grade 12 Retests (Sec. 4.6)
  • How are instructional days defined? Generally
    defined as any day instructional content is
  • I'm interested to know how others are creating a
    test schedule. ODE can develop a promising
    practice document
  • I am not sure I understand the "targeting up". I
    understand who may do it, but I am not aware of
    what it is. Does it mean that students may test
    ahead of their grade level? Yes. And if so what
    does that mean for subsequent years of testing?
    Students in grades 3 8 must test each year
    either at grade level or targeted up. 8th grade
    students who take High School OAKS Science or
    Social Sciences and meet will have scores
    banked and wont need to retest in high school.
    (App. F)
  • Do students in grades 3-7 have to meet on grade
    level tests prior to targeting up? No, the
    student does not need to also take the grade
    level assessment. (App. F)
  • Can 9th and 10th graders take the HS reading and
    math tests? No for Smarter yes for OAKS Science
    and Social Sciences. (App. F)

Module 2 Test Administrators
  • Question 1 What are some examples of assistance
    to students that are not allowed? Select all that
  • Reading the student directions aloud.
  • Answering student questions related to a test
  • Reminding students to use instructional
    strategies during testing (e.g., showing work or
    using Think Aloud).
  • Administering accessibility supports from the
    Oregon Accessibility Manual that have been
    previously identified based on individual student
  • Providing students with access to non-allowable

Module 2 Test Administrators
  • Question 2 Which accessibility support cannot be
    changed once a student is approved to start a
  • Language
  • Print size
  • Text-to-speech

Module 2 Test Administrators
  • Question 3 True or false, when in doubt about a
    particular practice, if its not in the Test
    Administration Manual or the Oregon Accessibility
    Manual, dont do it.
  • True
  • False

Module 2 Test Administrators
  • Your questions
  • Is the Oregon Accessibility Manual required
    reading for all TAs? Yes (Sec. 1.5)

Module 3 Accessibility
  • Question 1 Which of the following are the new
    categories of statewide assessment accessibility
    supports? Select all that apply.
  • Allowable Resource
  • Designated Support
  • Universal Tool
  • All of the above

Module 3 Accessibility
  • Question 2 Why are accessibility supports
    provided to students?
  • In order to provide students with equitable
    access to instruction and assessment 
  • In order to ensure students participate in the
    statewide assessments
  • Because the new ELA Math assessments are more
  • Because they are in a students IEP

Module 3 Accessibility
  • Question 3 What are some common errors in the
    administration of accessibility supports and how
    can they be avoided?
  • Accessibility supports are not provided correctly
  • Accessibility supports provided without an
    assessment of individual student need
  • TAs are unclear of the difference between various
    accessibility supports (i.e., Universal Tools,
    Designated Supports, and Accommodations)
  • All of the above

Module 3 Accessibility
  • Your questions
  • I'm not seeing anything in the training about
    text-to-speech feature in terms of how to use it
    during the test. Practice tests now available
    through oaksportal.org to provide opportunity to
    practice features such as TTS TA User Guide
    provides step-by-step instructions. (TA User
  • Not very clear who can use text-to-speech. TTS
    for Smarter Math, Smarter ELA items, and OAKS
    Science, Social Sciences, and Grade 12 Math
    Retest is available as a designated support for
    any student based on individual need TTS for ELA
    passages is available as an accommodation for
    grades 6-8, 11 students with this documented
    need in their IEP/504 Plans (OAM)
  • Even though a calculator is available for grades
    6-8, and 11 is it correct that some items will
    not allow a calculator and thus not be available
    at those grades? The provision of calculator will
    differ between Oregon's statewide assessments
    (OAM). The calculator icon will appear onscreen
    for those items for which this support is

Module 3 Accessibility
  • Your questions
  • I want to confirm that directions may not be
    translated by a TA, but ODE will be providing
    translated directions. The provision of
    translated directions differ between Oregon's
    statewide assessments (OAM)
  • I am assuming that the SPED teacher that is doing
    IEP will be using the same language and verbiage
    as the testing program uses. So when a student
    says I need this printed out, it should say
    somewhere in her IEP that this is an
    accommodation, correct? Correct (OAM)
  • There is apt to be confusion between universal
    tools used for 3-8 and 11 Smarter Balanced and
    those universal tools allowed for 12th grade oaks
    ODE recognizes that the transition to the new
    assessments and accessibility supports may create
    some challenges

Module 4 Test Security
  • Question 1 What are some strategies to minimize
    the risk of test security violations or test
    improprieties in general?
  • Get clarification from your Regional ESD Partner
    on whether particular practices are allowed
    before testing.
  • Review and ensure understanding of how to
    properly administer accessibility supports.
  • Review test-taking procedures with students
    before testing begins and ensure sufficient
    spacing between students.
  • All of the above

Module 4 Test Security
  • Question 2 If an impropriety has occurred, what
    steps should you take?
  • The DTC investigates and decides whether to
    report it to ODE.
  • The DTC investigates and reports all potential
    improprieties to ODE within one business day of
    learning of the potential impropriety.
  • The DTC investigates and checks with their
    district superintendent before deciding whether
    to report it to ODE.

Module 4 Test Security
  • Question 3 If an test impropriety occurs, what
    is the most likely outcome for impacted tests
  • Invalidation
  • Test Reset
  • No impact

Module 4 Test Security
  • Your questions
  • The DTC must REPORT a potential impropriety
    within 1 business day. But, just to clarify, the
    DTC then has 30 days to INVESTIGATE. Is that
    correct? Correct (Sec. 3.6)
  • Can student notes from the class activity be used
    for the PT part of the Smarter test? No (Sec.
  • Will there be a reset option for SB tests if
    there was an adult-initiated impropriety? Reset
    criteria are in Table 14 of TAM (Sec 3.5)
  • A "promising practice" does not have the same
    expectation as a requirement described in the TAM
    - correct? I am assuming that promising practices
    are suggestions and not mandates. Correct

Module 5 Smarter Balanced
  • Question 1 Which of the following is a TRUE
    statement about the Smarter Balanced Classroom
    Activity associated with the Performance Task?
  • For both math and English language arts, the
    Classroom Activity should be completed in one
  • It is required that the Classroom Activity be
    completed the same day students begin work on
    their Performance Task.
  • The notes taken by students during the Classroom
    Activity may be kept for use during the PT as
    long as they are kept secure.
  • Materials for the Classroom Activity must be kept
    just as secure as those for other aspects of
    Smarter Balanced testing.

Module 5 Smarter Balanced
  • Question 2 Which of the following resources was
    previously available for the writing portion of
    the state assessment but is not an allowable
    resource for the Smarter Balanced test?
  • A dictionary
  • A thesaurus
  • A spell checker
  • A graphic organizer

Module 5 Smarter Balanced
  • Question 3 Which of the following resources was
    previously available for the math portion of the
    state assessment but is not an allowable resource
    for the Smarter Balanced test?
  • Scratch paper
  • Graph paper
  • A formula and conversion sheet
  • A highlighter

Module 5 Smarter Balanced
  • Question 4 If a test is paused for longer than
    20 minutes, which of the following occurs?
  • The test will reset to the last question the
    student had saved.
  • The student will automatically be logged out of
    the testing session.
  • The test will resume at the screen showing the
    last unanswered question.
  • The student will be directed to review the last
    set of questions he or she answered.

Module 5 Smarter Balanced
  • Question 5 What is a main difference between the
    Smarter Balanced training test and practice test?
  • The practice test will produce a student score
    and the training test will not.
  • The training test gives takers experience with a
    wider range of item types.
  • The practice test has different testing settings
    and tools than the training test.
  • The training test is intended for people giving
    the test rather than those taking it.

Module 5 Smarter Balanced
  • Your questions
  • Who is allowed to download Classroom Activity?
    Any authorized staff (Sec. 6.3)
  • What is the training requirement for a teacher
    who will only be providing the classroom
    activity? Same as for other Smarter TAs (Sec.
  • Can classroom activities be recorded for absent
    students to view when they return to school prior
    to their performance assessment? Yes (Sec. 6.3)
  • How are students who do not understand English
    supposed to participate in the Classroom
    activity? Follow instructional practices (Sec.

Module 5 Smarter Balanced
  • Your questions Answers still pending
  • When will districts receive access to the
    classroom activities?
  • Is it correct that all students within a grade
    and subject in the same school will receive the
    same classroom activity?
  • May students still receive different performance
    tasks with the same school and grade level?

Module 5 Smarter Balanced
  • Your questions
  • Can passages of the Smarter Balanced ELA test be
    printed and if so is that considered a universal
    or designated support or an accommodation? Yes
  • Please explain the use of the Save button. Allows
    students to save their work (TA User Guide)

Module 6 OAKS Online Science, Social Sciences,
and Grade 12 Retest
  • Question 1 How can TAs ensure that students are
    familiar with the OAKS online test system prior
    to testing?
  • Have students take a paper/pencil version of a
    practice test
  • Have students take the training test
  • Have students take the practice test
  • Both b and c

Module 6 OAKS Online Science, Social Sciences,
and Grade 12 Retest
  • Question 2 What resources are available to help
    TAs prepare?
  • Test Administration Manual (TAM)
  • Oregon Accessibility Manual (OAM)
  • Test Information Distribution Engine User Guide
  • OAKS portal (Practice Test)
  • All of the above

Module 6 OAKS Online Science, Social Sciences,
and Grade 12 Retest
  • Question 3 Where do TAs look to find the
    universal tools (formerly known as allowable
    resources) for the OAKS assessments?
  • Test Administration Manual (TAM)
  • Test Information Distribution Engine User Guide
  • Oaks Portal
  • Oregon Accessibility Manual

Module 6 OAKS Online Science, Social Sciences,
and Grade 12 Retest
  • Your questions
  • Will all writing scores for seniors be available
    at the same time regardless of when seniors
    complete the OAKS writing within the window? Yes
  • The same secure browser will serve both OAKS and
    Smarter Balanced testing? Yes (OAKS Portal
    Resources page)
  • Do we need seniors to retake the Science test to
    prove growth even if they have a banked met
    score? No (App. F, Best Practices Guide)
  • Any accountability to be tied to Science this
    year? Yes

Module 7 ELPA
  • Question 1 What is the process for deciding
    which students should take the ELPA?
  • Ask the Test Administrator who should be testing
  • Review TIDE for the LEP code Yes, check with
    the ELD specialist/coordinator that all codes are
    correctly updated, then administer to all
    students with LEP code Yes
  • Review last years test records and administer to
    all those students
  • Ask the students if they need to take the test

Module 7 ELPA
  • Question 2 How should a TA determine which
    accessibility supports should be provided for a
    student taking the ELPA?
  • Ask the students when they arrive to the testing
  • Ask the School Test Coordinator about the
    accessibility supports available for the ELPA
  • Coordinate with SpEd staff, ELD
    Specialist/Coordinator and review pre-coded
    accessibility supports and the OAM prior to
    administering the assessment
  • Give students any accessibility support they
    request as the test proceeds

Module 7 ELPA
  • Question 3 What steps should a TA follow to
    ensure valid test administration for all eligible
  • Observe another TA and do what that person does
  • Review training materials, Test Administration
    Manual (TAM), and Oregon Accessibility Manual
    (OAM), and ask any clarifying questions to the
    School Test Coordinator prior to administering
    the test to students
  • Follow the onscreen instructions for the test,
    because those encompass the instructions that
    students need to hear and know at the time of
  • Call the District Test Coordinator for assistance
    with valid administration of the ELPA

Module 7 ELPA
  • Your questions
  • In Module 7, it says if students arrive after
    5-1-14 they must take the ELPA, math science,
    but then it says if they arrive after 5-1-14 the
    student is not required to test. Can you please
    clarify? Students arriving on or after 5/1/15 are
    not required to test (App. F)
  • Can you clarify what is meant by a newcomer
    misses the ELPA window? If a student enrolls
    after the close of the ELPA window (April 15,
    2015), they have missed the window
  • Can fully funded title staff admin test? No
  • Can you please clarify the rules around testing
    newcomers in the April 1st-15th timeframe?
    Whether newcomers arriving April 1 - 15 are
    required to take the ELPA depends on whether the
    student is officially enrolled and identified as
    an EL by April 15 (EL Program Guide)
  • If a LEP code is incorrectly flagged, how long
    does it normally take for the system to recognize
    the change so the student can test? 1 3 days

  • You have successfully completed your 2014-15 DTC
    training requirements
  • Next steps
  • Local training of STCs and TAs
  • Monitor weekly AA Updates for updates related to
    assessment and accountability, distributing to
    staff as appropriate
  • OAKS Online and ELPA test windows open Jan. 6
  • Smarter Balanced test window opens March 10
  • Happy testing!
About PowerShow.com